A Genre-Based Approach to Teaching EFL Summary Writing

Autor/inn/en	Chen, Yuan-Shan; Su, Shao-Wen
Titel	A Genre-Based Approach to Teaching EFL Summary Writing
Quelle	In: ELT Journal, 66 (2012) 2, S.184-192 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccr061
Schlagwörter	Foreign Countries; English (Second Language); Teaching Methods; Second Language Instruction; Second Language Learning; Writing Instruction; College Students; Pretests Posttests; Instructional Effectiveness; Writing (Composition); Language Styles; Literature; Vocabulary; Language Usage; Student Evaluation; Writing Evaluation; Interviews; Student Attitudes; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Zweitsprachenerwerb; Schreibunterricht; Collegestudent; Unterrichtserfolg; Schreibübung; Sprachstil; Literatur; Wortschatz; Sprachgebrauch; Schulnote; Studentische Bewertung; Interviewing; Interviewtechnik; Schülerverhalten; Statistische Analyse
Abstract	This study utilizes a pre-test/post-test assessment to investigate the instructional efficacy of a genre-based approach to teaching summary writing. Forty-one EFL university students in Taiwan were asked before and after the instruction to summarize a simplified version of The Adventures of Tom Sawyer in a maximum of 500 words. All the students' summaries on the pre- and post-tests were evaluated against content, organization, vocabulary, and language use. The statistical results showed that such an approach was effective in improving students' overall summarization performance of a narrative source text and that the students benefited to a greater extent in content and organization than in vocabulary and language use. The results were also supported by the students' interview comments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10